Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is a journal published by the Faculty of Culture, Management, and Business, Mandalika University of Education.. The journal focuses on the following topics: 1. Theory and practice in English Language Teaching and Learning 2. Teaching English as a Second or Foreign Language 3. English language teachers’ training and education
Articles
272 Documents
<![CDATA[Folklore as Local Culture-Based Material for Improving Students' Reading Comprehension of Narrative Text ]]>
<![CDATA[Riryn Fatmawaty]]>;
<![CDATA[Fita Faridah]]>;
<![CDATA[Novi Rahmania Aquariza]]>;
<![CDATA[Alfiyah Nurahmada]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6338
<![CDATA[The study aims to describe the use of folklore in the classroom to improve students’ reading comprehension and to ascertain the reactions of the students to this approach. 22 students in 9th Grade B at SMPN 1 Sugio are the subjects of the study, which employs the classroom action research methodology. Participation of the students to improve their reading comprehension is the theme of all the key phrases. The teacher needs to inspire the students more, though. Utilizing interviews, observations, and questionnaires, data is gathered. 14.28.% of students met the minimal mastery level criterion, according to their preliminary test results (KKM). The initial cycle was deemed ineffective. Students who attained the bare minimum mastery in The first cycle was deemed a failure. The percentage of students who met the minimal mastery level criterion (KKM) was only 53.57% or 15 students. The second cycle is regarded as a success. It was because 26 students, or 92.85% of the test participants, met the minimal mastery level criterion (KKM). The percentage of students who got up increased with each cycle, and the findings suggested that reading folklore could improve students' reading comprehension. Reading folklore in the classroom raises students' enthusiasm, enjoyment, and participation. Reading the narrative text through folklore can improve students' reading comprehension.]]>
<![CDATA[EFL Public Speaking Class Anxiety at STKIP PGRI Banjarmasin ]]>
<![CDATA[Vivi Aulia]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.5849
<![CDATA[Public speaking was a crucial activity that involved the act of making a speech in front of audience. When the students were required to deliver their speech in front of others, they may face a more difficult situation. This frequently results in anxiety where people experience the fear of giving public speeches. This research aimed to investigate the level of EFL students’ public speaking anxiety (PSA) at STKIP PGRI Banjarmasin and how they used their individual efforts or strategy to reduce their PSA. This research was conducted with a mixed method design. There were 16 EFL students investigated using the Public Speaking Class Anxiety Scale (PSCAS) questionnaire and interview after they passed a Public Speaking course during a semester. The results of this research revealed some important findings. First, most EFL students have a high level of PSA. Next, most of them feel that they are afraid of making mistakes when they were performing public speaking in class. The third, the main factor causing them to have PSA was the feeling that they were afraid of having negative evaluations from the teachers and their classmates after performing the public speaking activity. Finally, they usually practice with friends beyond the class as one of their individual efforts to reduce their PSA. The conclusion of this research showed that the majority of EFL students’ PSA at STKIP PGRI Banjarmasin was at a high level and working with friends was the most individual effort they usually made to reduce their PSA.]]>
<![CDATA[The Integration of Multimodality in EFL Classes: Students’ Perception ]]>
<![CDATA[Khalif Arfazul Ilmi]]>;
<![CDATA[Dian Novita Dewi]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6343
<![CDATA[Technology has greatly influenced education in the twenty-first century. Multimodal teaching is one of many classroom methods brought by technology. However, only a few studies have been conducted on how to create a multimodal pedagogy to assist EFL students in enhancing their language skills. Therefore, the purpose of this study was to investigate the perceptions of high school English students regarding the integration of multimodality into English classroom practices. Participation in this study was determined using a random sample. Data was gathered from 100 high school students in SMA Panjura, Malang. These students have experienced using multimodal in their learning process for six weeks. In this research, a quantitative method with a survey research design was chosen. The data were analyzed using SPSS 24 and the data was presented descriptively. The study revealed that the majority of students had a positive attitude toward the implementation of multimodality in their learning process in response to the characteristics of current students.]]>
<![CDATA[Developing Mystery Box in Teaching Narrative Text for Speaking Class at Junior High School ]]>
<![CDATA[Silvya Utami]]>;
<![CDATA[Mukhtarul Anam]]>;
<![CDATA[Riryn Fatmawaty]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.5758
<![CDATA[This research aims to develop a Mystery Box for teaching speaking in narrative text for junior high school students. To improve speaking skills students often face several problems such as lack of confidence when speaking in a foreign language. The main purpose of this research is to help students improve students' speaking skills gradually during teaching and learning activities in the classroom. This study uses Research and Development (R&D) model from Thiagarajan or commonly known as 4D (Four-D). The stage is Define, which is a definition that includes observation and analysis of student needs, then Design which includes product design formats and material selection, then Develop includes product design, validation by experts, revisions, and small-scale to large-scale experiments, the last is Disseminate, namely dissemination product form is a Guidebook. Observation data, interviews, and questionnaires for students used qualitative while the expert validator questionnaires and students' speaking scores used quantitative. There were two experts who tested this product and the participating students were class IX G, IX H, and IX I. The result of the analyzing all the data, according to the experts Mystery Box categorized was very good and most of the students felt enthusiastic in the class. It can be concluded that the Mystery Box is a learning media for helping students to improve students’ speaking skills.]]>
<![CDATA[Developing Flashcards Learning Media to Teach Grammar in Recount Texts for Tenth Grade ]]>
<![CDATA[Oryzanda Oryzanda]]>;
<![CDATA[Ahmad Saifudin]]>;
<![CDATA[Widiarini Widiarini]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6346
<![CDATA[Language plays a crucial part in the foundation of communication in daily life and academic activity. Learning an additional language such as English in school is very important. Mastery of English grammar is required to compose a word or sentence in English. It takes grammar proficiency to create words or phrases in English. Students in class X IIK 2 MA Bustanul Muta'allimin comprise the study's sample population. Most of the students in this class had trouble putting simple sentences together. According to the results of the needs analysis, the result of the questionnaires, 77% of the students had difficulties constructing their simple sentences in English. Furthermore, 80% of the 13 samples indicated they wished to learn using engaging media. This research was conducted aiming to develop learning media in teaching grammar. The ADDIE model design, created by Dick and Carry in 1996, is used in this research process, known as research and development (R&D). There are five steps in this development that are following the ADDIE model, that is Analysis, Design, Development, Implementation, and Evaluation. The result of media expert validation and material expert validation achieved scores of 80.26% and 68.05%, respectively. A score of 76% was obtained when the questionnaire about using learning media was completed by student respondents. Flashcard media have a level of validity that makes them appropriate for usage, according to the result of expert validation and student response. As a result, this learning media is used effective tool for increasing students' interest in studying.]]>
<![CDATA[The Use of A Digital Multimodal Textbook to Foster Students’ English Proficiency ]]>
<![CDATA[Sitti Aisyah]]>;
<![CDATA[Nuraeni Nuraeni]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6234
<![CDATA[This research aimed to determine students’ English language proficiency after conducting an experiment. A method that was implemented was the use of a digital multimodal textbook application called Book Creator. This method focused on teaching students the English language using a digital textbook that promoted multimodality. In the test book, some modes were applied (teacher’s voice recorded, videos from the internet, and pictures). This research was a pre-experimental method that used one group sample. The research data was collected to measure the effectiveness of the method using pre-and post-test as the research instrument. From the data, it was found that the use of a digital multimodal textbook gave improvement to most of the student's English language proficiency. However, a few students only experienced a little improvement. The data shows that there was a significant difference in students’ scores between the pre-and post-test. The mean score in the pre-test was 47.81with the minimum score being 26 before the treatment. Meanwhile, after the application of the digital multimodal textbook, the mean score of the post-test encountered improvement to 65.50 and the minimum score was 40. From the data, it was revealed that even though most of the students gained a better understanding after the treatment. However, a few students still had difficulty upgrading their English language proficiency.]]>
<![CDATA[Translation Errors on Report Texts by the Fourth Semester Students at UIN Sayyid Ali Rahmatullah Tulungagung ]]>
<![CDATA[Dessy Rahma Lestari]]>;
<![CDATA[Nurul Chojimah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v10i1.7272
<![CDATA[This study aims to describe the phenomenon of errors in the English translation of semester IV students on report texts at UIN Sayyid Ali Rahmatullah Tulungagung (SATU). The research design is a descriptive design with a qualitative approach. The main data in this study is the results of the participants' translations of the report text and their interview answers. This study reveals four types of student errors in translating report texts into Indonesian: incomplete writing, mistranslation of pronouns, translation meaning errors, and sentence errors. Errors in giving meaning with inappropriate words are the most common mistakes made by students in this translation. While the factors that cause them to make mistakes in translation such as sloppy, lack of vocabulary, lack of vocabulary, and different structures between Indonesian and English.]]>
<![CDATA[Grammar Learning Strategies Applied by English Foreign Language Students ]]>
<![CDATA[Ari Prasetyaningrum]]>;
<![CDATA[Maman Asrobi]]>;
<![CDATA[St Ayu Surayya]]>;
<![CDATA[Siti Maysuroh]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v10i1.7168
<![CDATA[The purpose of this research was to find out types of learning strategies applied by students of English education study program at Hamzanwadi University. The subjects of research taken were 75 students of the first semester who took basic English grammar course. Descriptive quantitative was used to obtain and analyze data. The research result showed that the most dominant learning strategy in studying grammar was metacognitive (20, 93%), followed by cognitive (18, 49%), social (17, 83%), affective (16, 48%), memory (15, 97%) and the least applied by the students was compensation (10, 25%). Furthermore, the reason why the students tend to apply metacognitive strategy in learning grammar because it enables them to pay attention on a particular grammar pattern, try to understand and relate it to the previous materials which have been familiar to the students’ minds. Thus, it is implied to the teachers to understand the types of learning strategies then guide the students during their study for a better learning outcome.]]>
<![CDATA[Toward EFL Students’ Critical Thinking: How Effective Value Line Learning Strategy Is? ]]>
<![CDATA[Heri Hidayatullah]]>;
<![CDATA[Siti Syafi’atul Qomariyah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v10i1.7854
<![CDATA[Critical thinking in the academic context is considered paramount due to Indonesian government regulations. However, developing such skills needs extraordinary effort. Accordingly, this present research aimed to examine one out of so many strategies called Value Line Learning (VLL) Strategy toward such skills in speaking and writing classes. An experimental research with one group pretest-posttest design was applied aiming at measuring the current strategy for two times (before and after exposing a non-random group of participants to a certain treatment). This study was conducted at MA Nurul Ulum where the population was all students of A class consisting of 21 students due to the total sampling was applied. The instrument of the research was a critical thinking self-assessment questionnaire which has been measured its validity and reliability. The data obtained were then analyzed to calculate the mean, standard deviation, and t-test using SPSS. The findings showed that the mean score of critical thinking in the pre-test was 45.2381 and 78.0952 in the post-test. It meant that there was an improvement in the mean score before and after applying VLL Strategy. Next, The result of testing the hypothesis using a t-test was 38.548 with a level of significant .000. It could be concluded that the Value Line Learning (VLL) Strategy was effective towards the students’ critical thinking skills.]]>
<![CDATA[Developing an Android-Based Reader Digital Application to Teach Reading Aloud at SMPN 7 Blitar ]]>
<![CDATA[Dian Aprilia Briliani]]>;
<![CDATA[Widiarini Widiarini]]>;
<![CDATA[Istina Atul Makrifah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v10i1.6437
<![CDATA[Students in junior high school, especially in 7th grade are commonly taught reading aloud on learning English. Based on those reasons, research on developing an android-based reader digital application is really needed to be conducted because technology could create productive and interesting teaching and learning process. The purposes of the study are to find out the process of developing an android-based reader digital application as media to teach reading aloud in 7th grade at SMPN 7 Blitar and to figure out the feasibility of an android-based reader digital application as media to teach reading aloud in 7th grade at SMPN 7 Blitar. In order to develop the product Research and Development (R&D) method by Borg and Gall contained 10 steps was used. And it is reduced to 7 steps because of the seven steps can be developed in the product and there is limited time. The observation did by questionnaires. A technique for collecting data from multiple validator experts. Effectiveness is derived from the results of student surveys. The results of this survey show that the materials expert's overall score was 93.8% and 90% for display layout and design by media professionals. Data collection for a survey of 30 students was also 85%. The result shows that the use of applications in he English learning process is approved by teachers and students. The students also sense more motivated to learn English through the application and show an attractive to use the application as the virtual teacher assistant.]]>
